Students’ Perception of Using ChatGPT in English Language Learning

Abstract

This study investigates university students’ perceptions of using ChatGPT to support English language learning within their regular academic contexts in contemporary higher education settings. A qualitative approach was employed to explore students’ experiences, feelings, perceived benefits, challenges, and recommendations regarding ChatGPT use. Data were collected through interviews with five university students who had used ChatGPT for English learning activities and were analyzed thematically. The findings revealed that students generally held positive perceptions of ChatGPT. Participants described the tool as enjoyable, accessible, flexible, and supportive of independent learning. They reported that ChatGPT helped them develop vocabulary, improve grammar, practice writing, understand meanings, and generate ideas for speaking and conversation. Immediate responses, clear explanations, and the ability to study anytime and anywhere contributed to students’ confidence and motivation. However, several limitations were identified. Students sometimes found ChatGPT responses too complex or lengthy, particularly when unfamiliar vocabulary was used. Participants also reported difficulties in formulating effective questions and concerns about becoming overly dependent on AI instead of thinking independently.